This document reports the highlights from a study of effective and ineffective principal behaviors associated with effective schools and briefly summarizes the methodology of the study. The term effectiveness is defined as high academic achievement, low rates of vandalism and absenteeism, a sense of community, and a stable staff. The researchers reviewed effective schools studies and made a list of the characteristics found in effective schools; from this list a group of eight characteristics was chosen for this study. They are (1) schoolwide measurement and recognition of academic success, (2) orderly environment, (3) emphasis on curriculum articulation, (4) instructional support, (5) high expectations for student performance, (6) collaborative staff planning, (7) instructional leadership, and (8) parental involvement. The study identified 202 effective principal behaviors and 133 ineffective principal behaviors associated with these eight areas. Another 167 behaviors were identified as effective and 138 as ineffective behaviors but were not classified under the eight characteristics. The effective and ineffective behaviors are summarized in narrative form under each of the eight characteristic areas. Two appendixes are provided that list each of the effective and ineffective behaviors identified as well as the unclassified effective and ineffective behaviors. A short reference list and two figures are also included in the report. (MD)